'Try Walking in My Shoes': Teachers' Interpretation of Student Perception Surveys and the Role of Self-Efficacy Beliefs, Perspective Taking and Inclusivity in Teacher Evaluation

Autor/in	Finefter-Rosenbluh, Ilana
Titel	'Try Walking in My Shoes': Teachers' Interpretation of Student Perception Surveys and the Role of Self-Efficacy Beliefs, Perspective Taking and Inclusivity in Teacher Evaluation
Quelle	In: Cambridge Journal of Education, 50 (2020) 6, S.747-769 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Finefter-Rosenbluh, Ilana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2020.1770692
Schlagwörter	Teacher Attitudes; Student Evaluation of Teacher Performance; Student Surveys; Teacher Evaluation; Feedback (Response); Accountability; School Culture; Self Efficacy; Perspective Taking; Principals; Inclusion; Formative Evaluation; Public School Teachers; Elementary School Teachers; Middle School Teachers; High School Teachers + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schülerbefragung; Teacher appraisal; Lehrerbeurteilung; Verantwortung; Schulkultur; Schulleben; Self-efficacy; Selbstwirksamkeit; Zukunftsperspektive; Principal; Schulleiter; Inklusion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule
Abstract	For decades, policymakers deliberated whether student perception surveys (SPS) should be a component of teacher evaluation programmes in schools. However, much research has focused on SPS' reliability and validity, and little is known about teachers' interpretation of SPS or what preparation should be instituted before administering such surveys. Guided by a qualitative descriptive/interpretive approach, this paper draws upon 20 teacher interviews from different public schools in 14 US states. Teachers' understanding of SPS appeared to provide insight into their self-efficacy beliefs in accountability-driven systems. Taking the perspective of principals illustrated teachers' valuing SPS mostly as formative assessment. SPS also stood as isolated voice-based forms of evaluation, offering limited understanding of the educational processes when disconnected from an inclusive 360-degree feedback culture, grounded in principles of reciprocity and even-handedness. The paper holds promise for policymakers, implementers and educators seeking to buttress support for the use of voice initiatives in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01